tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can… Continue Reading →
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eric.ed.gov har udgivet: In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE). Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach. Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In the year 2015, Austria was one of the main European destinations of displaced persons. According to education authoritiesaround 15,000 children with a forced migration background of school age who arrived in Austria over the course of a few months from late2015 to the beginning of 2016 called for immediate and partly temporary solutions. Due to Austrian legislation and unlike other countries,every child living in Austria between the ages of six to fifteen (or for nine years of schooling) is entitled to receive compulsory education. Though the school administration of Vienna generally promotes an inclusive approach to education in regular schools, schools inneighbourhoods with a large refugee population were reportedly unable to provide appropriate and adequate education for… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism. Link til kilde
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eric.ed.gov har udgivet: Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, “Red Light, Purple Light Circle Time Games” (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157) focused on children from families with low-income and compared the RLPL intervention (SR) to a revised version of RLPL that included literacy and math content (SR+) and a Business-As-Usual (BAU) control group. In both versions of the intervention, teachers were trained to administer the self-regulation intervention in preschool classrooms with coaching support. Although not statistically significant, children receiving either version of the intervention gained more in self-regulation on the Head-Toes-Knees-Shoulders (HTKS) over the preschool year compared to the BAU… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers… Continue Reading →
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